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Michele Biasutti, Theodora De Baz and Hala Alshawa
for sustainability: UN DESD via the Journal of Teacher Education for Sustainability. Journal of Teacher Education for Sustainability , 17 (2), 5–43.
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Education for Sustainable Development (ESD) is critical for Caribbean countries such as Jamaica as the country grapples with various sustainability issues. The integration of ESD into formal and non-formal education therefore becomes a necessary undertaking. At the formal level, reorienting curricula at all levels is important and advocated for in various international documents such as Agenda 21 and by agencies such as the United Nations Educational, Scientific and Cultural Organization. With this in mind, this study utilised a qualitative content analysis approach to undertake a preliminary exploration of ESD content in TVET curricula at the lower secondary level (grades 7-9) in Jamaica. Analysis of three of the subjects as taught in the TVET area of Resource and Technology revealed that though ESD issues, perspectives and skills are integrated into various components of the curriculum, many of the ESD issues, perspectives and skills the research sought to identify were not evident in the curricula. Additionally, based on the analysis, it was felt that the curriculum lacks alignment among the components (objectives, content, learning experience, assessment, teaching strategies) that reflected ESD content, and that there is need for integration of more such content in the curricula to ensure that TVET and ESD yield the relevant benefits.
Aim: The goal of this research is to improve the educational training process in Physical Education and Sport through the development of agility.
Methods: The research was conducted in two secondary schools in Mures County (Măgherani Secondary School and “Mátyus István” Chibed Secondary School) during February and April 2017 on a class of 32 pupils. Subjects were divided in two groups, the control group and the experiment group. As Agility Testing Methods we used the Compass Drill Test and the Arrowhead Drill Test; both tests are part of “SPARQ” - the acronym for Speed, Power, Agility, Reaction and Quickness.
Results: Our results indicate that by using specific agility development exercises, the results of experiment group have increased significantly (p = 0.0000103) compared to control group. In the latter case we used speed exercise only and therefore the increase of results was insignificant (p = 0.17).
Since the nineties, the principle of sustainable development has increasingly been adopted by policy makers and civil society in Germany and, of course, in many countries of the world. With the acceptance of this principle, the significance of education for sustainable development (ESD) has also been recognised. Increased awareness of the problems of environmental challenges, globalisation and poverty has meant that the concepts of environmental education, global learning, and education in development policy have been consistently oriented towards more sustainability. This leads to an increased awareness that globalisation processes must be shaped in accordance with the objectives of sustainable development, both nationally and internationally. By encouraging the idea of sustainability to take root in all areas of education systems, the World Decade of Education for Sustainable Development from 2005 to 2014 intended to take significant steps towards greater educational sustainability.
The curricula for civic education for sustainable development and global learning in Germany are, therefore of course, very closely linked to global development and globalisation processes, and because of that, they are to be seen within the mandate of the United Nations educational policy.
The paper shows, that the learning area of global development objectives is structured in an inter-disciplinary and cross-disciplinary manner. It carries the essential features of a domain: a delimited object area, a specific approach to the world, and the reference to a basic teaching concept in the educational policy traditions of one-world or development-policy education and global learning.
Therefore the aim is clear, that these curricula should contribute to the sustainable development goals of the United Nations, towards inclusive and equitable quality education and promote lifelong learning opportunities for all, as it is mentioned in goal number 4 (United Nations, 2014).
Rif’ati Dina Handayani, Insih Wilujeng and Zuhdan K Prasetyo
, M. (2015). Cultural sustainability of African Canadian heritage: Engaging students in learning, the past, the present and the future. Improving Schools , 18 (2), 142–156. https://doi.org/10.1177/1365480215575350
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Glasson, G. E., Mhango, N., Phiri, A., & Lanier, M. (2010). Sustainability science education in Africa: Negotiating indigenous ways of living with nature in the third space. International Journal of Science Education , 32 (1), 125–141. https
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Аnna Svirina, Olga Shindor and Konstantin Tatmyshevsky
The paper deals with the main problems of Russian energy system development that proves necessary to provide educational programs in the field of renewable and alternative energy. In the paper the process of curricula development and defining teaching techniques on the basis of expert opinion evaluation is defined, and the competence model for renewable and alternative energy processing master students is suggested. On the basis of a distributed questionnaire and in-depth interviews, the data for statistical analysis was obtained. On the basis of this data, an optimization of curricula structure was performed, and three models of a structure for optimizing teaching techniques were developed. The suggested educational program structure which was adopted by employers is presented in the paper. The findings include quantitatively estimated importance of systemic thinking and professional skills and knowledge as basic competences of a masters’ program graduate; statistically estimated necessity of practice-based learning approach; and optimization models for structuring curricula in renewable and alternative energy processing. These findings allow the establishment of a platform for the development of educational programs.
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